No detailed description available for "Text and Thinking".

A proven program for enhancing students' thinking and comprehension abilities Visible Thinking is a research-based approach to teaching thinking, begun at Harvard's Project Zero, that develops students' thinking dispositions, while at the same time deepening their understanding of the topics they study. Rather than a set of fixed lessons, Visible Thinking is a varied collection of practices, including thinking routines?small sets of questions or a short sequence of steps?as well as the documentation of student thinking. Using this process thinking becomes visible as the students' different viewpoints are expressed, documented, discussed and reflected upon. Helps direct student thinking and structure classroom discussion Can be applied with students at all grade levels and in all content areas Includes easy-to-implement classroom strategies The book also comes with a DVD of video clips featuring Visible Thinking in practice in different classrooms.

An interactive, multimedia text that introduces students to reading and writing at the college level.

The book teaches readers the usefulness of learning to actively "read" their surroundings. The new edition features a greatly expanded section on writing, editing, and making arguments. This cultural studies reader directly engages the process of writing about the "texts" one sees in everyday life. Its comprehensive and inclusive approach focuses on the relationship between reading traditional works-such as short stories, and poems-and other less-traditional ones-such as movies, the Internet, race, ethnicity, and television. For anyone who enjoys provocative and engaging material, and is interested in developing an appreciation for diverse cultural literary works.

The aim of this book is to examine the dimensions of an adequate theological hermeneutics and thus to contribute to the present discussion of theological method. One essential concern of theological thinking is the interpretation of texts, such as biblical writings, creeds, dogmas, prayers, etc. This book examines text and interpretation as the two categories of any adequate theory of interpretation. In the first chapter a new, three-dimensional theory of interpretation is developed in critical dialogue with the hermeneutical proposals of Hans-Georg Gadamer and Paul Ricoeur. The second chapter investigates the concept of text.Ó It examines essential features of the textuality of texts and of the process of reading. Focusing on the theological methodology of David Tracy, the third chapter assesses the hermeneutical character of theology and theology's particular contribution to human understanding. The book may be used as a textbook in courses of systematic and philosophical theology, because it is written without presupposing any special knowledge of the particular topics discussed. It would be most valuable to courses in theological hermeneutics.

The Guided Comprehension Model is a step-by-step teaching framework that encourages students to become active, and strategic readers by providing explicit strategy instruction, opportunities for engagement, and a variety of texts and instructional settings. This book introduces ideas for teaching Guided Comprehension.

A thinking student is an engaged student Teachers often find it difficult to implement lessons that help students go beyond rote memorization and repetitive calculations. In fact, institutional norms and habits that permeate all classrooms can actually be enabling "non-thinking" student behavior. Sparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into this practical guide on how to move toward a thinking classroom. Building Thinking Classrooms in Mathematics, Grades K–12 helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur. This guide Provides the what, why, and how of each practice and answers teachers’ most frequently asked questions Includes firsthand accounts of how these practices foster thinking through teacher and student interviews and student work samples Offers a plethora of macro moves, micro moves, and rich tasks to get started Organizes the 14 practices into four toolkits that can be implemented in order and built on throughout the year When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before.